Proefskrif--PU vir CHO

Proefskrif--PU vir CHO

Thesis (D.M.A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 113-114).

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

INTRODUCTION - The inability to read well is an indication of discord in a child's life. This discord may result from a variety of problems such as physiological, physical, educational, environmental and others. It may be due to interaction between some or all of these factors. All reading retarded children develop a certain imbalance in their lives. From a study of the literature it appears clear that, in spite of remedial education in reading skills, weak readers remain weak readers. PURPOSE OF THE STUDY - In establishing the purpose of this study one took the point of view that education is a positive conscious process deliberately undertaken to bring about a change in a reading retarded pupil. THE AIM OF THE STUDY IS AS FOLLOWS - 1) According to the literature personality may be viewed as an individual's most remarkable form of adjustment. The development of personality is an individual process in which the social environment influences people in different ways. As a child's social environment expands during his various stages of development so a continuous interaction takes place between the developing child and his expanding environment such that certain motivational forces are strengthened while others are weakened. New standards are set and the child is confronted with new problems and challenges. If the child has been suitably prepared to tackle and master the problems then his self-concept becomes clearer and stronger, but where the demands are too great for the child to cope with them one may encounter the development of psychological and psychosomatic problems which may in turn lead to serious reading problems. The aim of this study is to establish the relationship between personality and reading retardation by means of evaluation and interview. 2. It appears from the literature that parents exercise great influence on the developing personality of the retarded children. It seems apparent that a good upbringing is a prerequisite of good reading skills. All children, reading retarded included, strive for the following basic needs: a) the preservation of physical health; b) the need for personal recognition and to be seen as a person of value and importance; c) the need for security, love, affection, comfort and safety. The reading retarded pupil has a strong drive for the fulfilment of these needs. Should there be any disturbing factors in the family the pupil may develop certain problems which in turn may influence his emotional status. This may lead to reading problems or aggravate existing reading problems. This study has as its basis the hypothesis that the quality of the parent child relationship is the chief cause of reading retardation in pupils. This study will attempt to show empirically the connection between parent child relationships and reading retardation, as well as establishing a healthy parent child relationship through counselling of parents of reading retarded children, without these children themselves receiving counselling. According to the literature the majority of pupils with reading problems experience serious emotional problems which may be viewed as the primary cause or secondary result of reading retardation. Emotional problems may be seen as the causal factor in auditory discrimination, intelligence problems such as subtest scatter, poor hand eye coordination, hyperactivity, laterality and directional- problems, figure ground perceptual problems, personality problems and a poor self-concept which may affect the reading skills in various ways. The purpose of the study is to reduce emotional problems in reading retarded pupils using only individual counselling of their parents. 4. The self-concept of a pupil includes three aspects i.e.: self-image ; the ideal self and self (…….part missing……) the commencement of the study. The second took place a year after the first evaluation and during this period remedial teaching was given to groups B and C while the parents of groups A and B received counselling. The third evaluation took place nine months after the second evaluation and during this period none of the groups had received any remedial help. With the exception of the intelligence tests applied at the commencement of the study, the following tests and questionnaires were applied to all of the pupils: i) the New South African Individual Scale; ii) the "Burt rearranged word recognition test"; iii) the "Children 1 s personality questionnaire"; iv) “The Hutt adaptation of the Bender-Gestalt test"; v) the "Draw a family" projective technique; vi) the "Bristol social adjustment guides. The child in the school"; vii) the "Bristol social adjustment guides. The child in the family". The following educational diagnoses were made after evaluation of the results of each of the evaluations and were then compared with one another: i) intelligence analysis; ii) reading age; iii) reading expectancy age; iv) reading expectancy quotient; v) chronological age; vi) reading quotient; vii) analysis of the tests and questionnaires; viii) analysts of the scholastic progress. ORTHOPEDAGOGIC AND ORTHODIDACTIC ASSISTANCE - The three groups received the following assistance: Group A: The parents of group A were given individual counselling for a period of one year using the eclectic approach while the pupils were given no assistance at all. Group B: The parents of group B were given individual counselling for one year while at the same time the pupils were afforded individual remedial reading assistance. Group C: The parents of this group were given no guidance but the pupils did receive remedial assistance in reading for a period of one year. Results: The reading ability of the children in group' A (counselling group) showed greater improvement than that of the children in group C. This group (group C) having received only remedial assistance. The long-term reading improvement was also better in group A than it was in group C. These results may be accepted as being statistically 99% reliable. According to these results individual counselling to parents of reading retarded children is a better remedial approach than remedial teaching given to the pupils themselves. Individual counselling to parents coupled with remedial teaching to pupils is a better method than remedial teaching being used on its own. It thus appears that too much reliance is placed on remedial teaching as a method of overcoming reading retardation, According to this study it appears that a large number of reading retardation cases are due to emotional problems originating in the home environment. A further assumption may be that many of the processes involved in reading skills are consciously or unconsciously blocked as a result of these emotional problems. In reality the pupil "refuses" to read presumably because he wishes to draw his parents' attention to himself. He thus uses the wrong tactics to attract this attention causing still more emotional disturbance and himself experiencing further emotional problems. The pupils in the counselling group changed from a schizothymic personality to a cyclothymic personality while the pupils receiving remedial teaching remain schizothymic personalities. The children of the counselling group developed a better abstracting ability than those who only received remedial teaching. The counselling groups (groups A and B) became more adult emotionally than those in the remedial group (group C). This can presumably be ascribed to the changed attitude of the father. As a result of counselling the parents were able to bring about a change in the child's attitude from one of irritability towards reading to one of receptiveness. The remedial group remained irritable. The children in the remedial group showed a marked correlation with femininity while the counselling group did not, The children• in the two counselling groups showed a low level of tension and were more relaxed, restful, unfrustrated and calm than they were before the commencement of the study. The remedial group continued showing a tendency towards a high level of tension. As a result of the counselling given the parents, the children in the counselling groups were able to overcome their perceptual problems, These perceptual problems, it is presumed, were largely of an emotional nature. Generally speaking the children in these groups were also able to eliminate psychological blocking. Children in the remedial group continued to experience perceptual problems, The children in the counselling groups showed a greater reduction of aggression, uncertainty and helplessness than those in the remedial group. The children in the counselling groups no longer withdrew from situations. They made use of initiative and found it easy to respond to a stimulus. Depressiveness was largely eliminated, The hostile feelings of the children in the counselling groups towards their parents were greatly reduced while children in the remedial group continued to show strong signs of hostility towards their parents, It also appeared that the mothers of the children in the counselling groups found their children more acceptable than the mothers of the remedial group children. Psychosomatic problems such as enuresis, headache, chronic pain poor co-ordination and poor speech were much more reduced in children in the counselling groups than in those in the remedial group. There was more general improvement in academic achievement in children in the counselling groups while children in the remedial group showed far less improvement academically. Thus the inarguable conclusion may be drawn that individual counselling to parents is a successful method of remedying reading retardation in children. / Proefskrif--PU vir CHO

INTRODUCTION - The inability to read well is an indication of discord in a child's life. This discord may result from a variety of problems such as physiological, physical, educational, environmental and others. It may be due to interaction between some or all of these factors. All reading retarded children develop a certain imbalance in their lives. From a study of the literature it appears clear that, in spite of remedial education in reading skills, weak readers remain weak readers. PURPOSE OF THE STUDY - In establishing the purpose of this study one took the point of view that education is a positive conscious process deliberately undertaken to bring about a change in a reading retarded pupil. THE AIM OF THE STUDY IS AS FOLLOWS - 1) According to the literature personality may be viewed as an individual's most remarkable form of adjustment. The development of personality is an individual process in which the social environment influences people in different ways. As a child's social environment expands during his various stages of development so a continuous interaction takes place between the developing child and his expanding environment such that certain motivational forces are strengthened while others are weakened. New standards are set and the child is confronted with new problems and challenges. If the child has been suitably prepared to tackle and master the problems then his self-concept becomes clearer and stronger, but where the demands are too great for the child to cope with them one may encounter the development of psychological and psychosomatic problems which may in turn lead to serious reading problems. The aim of this study is to establish the relationship between personality and reading retardation by means of evaluation and interview. 2. It appears from the literature that parents exercise great influence on the developing personality of the retarded children. It seems apparent that a good upbringing is a prerequisite of good reading skills. All children, reading retarded included, strive for the following basic needs: a) the preservation of physical health; b) the need for personal recognition and to be seen as a person of value and importance; c) the need for security, love, affection, comfort and safety. The reading retarded pupil has a strong drive for the fulfilment of these needs. Should there be any disturbing factors in the family the pupil may develop certain problems which in turn may influence his emotional status. This may lead to reading problems or aggravate existing reading problems. This study has as its basis the hypothesis that the quality of the parent child relationship is the chief cause of reading retardation in pupils. This study will attempt to show empirically the connection between parent child relationships and reading retardation, as well as establishing a healthy parent child relationship through counselling of parents of reading retarded children, without these children themselves receiving counselling. According to the literature the majority of pupils with reading problems experience serious emotional problems which may be viewed as the primary cause or secondary result of reading retardation. Emotional problems may be seen as the causal factor in auditory discrimination, intelligence problems such as subtest scatter, poor hand eye coordination, hyperactivity, laterality and directional- problems, figure ground perceptual problems, personality problems and a poor self-concept which may affect the reading skills in various ways. The purpose of the study is to reduce emotional problems in reading retarded pupils using only individual counselling of their parents. 4. The self-concept of a pupil includes three aspects i.e.: self-image ; the ideal self and self (…….part missing……) the commencement of the study. The second took place a year after the first evaluation and during this period remedial teaching was given to groups B and C while the parents of groups A and B received counselling. The third evaluation took place nine months after the second evaluation and during this period none of the groups had received any remedial help. With the exception of the intelligence tests applied at the commencement of the study, the following tests and questionnaires were applied to all of the pupils: i) the New South African Individual Scale; ii) the "Burt rearranged word recognition test"; iii) the "Children 1 s personality questionnaire"; iv) “The Hutt adaptation of the Bender-Gestalt test"; v) the "Draw a family" projective technique; vi) the "Bristol social adjustment guides. The child in the school"; vii) the "Bristol social adjustment guides. The child in the family". The following educational diagnoses were made after evaluation of the results of each of the evaluations and were then compared with one another: i) intelligence analysis; ii) reading age; iii) reading expectancy age; iv) reading expectancy quotient; v) chronological age; vi) reading quotient; vii) analysis of the tests and questionnaires; viii) analysts of the scholastic progress. ORTHOPEDAGOGIC AND ORTHODIDACTIC ASSISTANCE - The three groups received the following assistance: Group A: The parents of group A were given individual counselling for a period of one year using the eclectic approach while the pupils were given no assistance at all. Group B: The parents of group B were given individual counselling for one year while at the same time the pupils were afforded individual remedial reading assistance. Group C: The parents of this group were given no guidance but the pupils did receive remedial assistance in reading for a period of one year. Results: The reading ability of the children in group' A (counselling group) showed greater improvement than that of the children in group C. This group (group C) having received only remedial assistance. The long-term reading improvement was also better in group A than it was in group C. These results may be accepted as being statistically 99% reliable. According to these results individual counselling to parents of reading retarded children is a better remedial approach than remedial teaching given to the pupils themselves. Individual counselling to parents coupled with remedial teaching to pupils is a better method than remedial teaching being used on its own. It thus appears that too much reliance is placed on remedial teaching as a method of overcoming reading retardation, According to this study it appears that a large number of reading retardation cases are due to emotional problems originating in the home environment. A further assumption may be that many of the processes involved in reading skills are consciously or unconsciously blocked as a result of these emotional problems. In reality the pupil "refuses" to read presumably because he wishes to draw his parents' attention to himself. He thus uses the wrong tactics to attract this attention causing still more emotional disturbance and himself experiencing further emotional problems. The pupils in the counselling group changed from a schizothymic personality to a cyclothymic personality while the pupils receiving remedial teaching remain schizothymic personalities. The children of the counselling group developed a better abstracting ability than those who only received remedial teaching. The counselling groups (groups A and B) became more adult emotionally than those in the remedial group (group C). This can presumably be ascribed to the changed attitude of the father. As a result of counselling the parents were able to bring about a change in the child's attitude from one of irritability towards reading to one of receptiveness. The remedial group remained irritable. The children in the remedial group showed a marked correlation with femininity while the counselling group did not, The children• in the two counselling groups showed a low level of tension and were more relaxed, restful, unfrustrated and calm than they were before the commencement of the study. The remedial group continued showing a tendency towards a high level of tension. As a result of the counselling given the parents, the children in the counselling groups were able to overcome their perceptual problems, These perceptual problems, it is presumed, were largely of an emotional nature. Generally speaking the children in these groups were also able to eliminate psychological blocking. Children in the remedial group continued to experience perceptual problems, The children in the counselling groups showed a greater reduction of aggression, uncertainty and helplessness than those in the remedial group. The children in the counselling groups no longer withdrew from situations. They made use of initiative and found it easy to respond to a stimulus. Depressiveness was largely eliminated, The hostile feelings of the children in the counselling groups towards their parents were greatly reduced while children in the remedial group continued to show strong signs of hostility towards their parents, It also appeared that the mothers of the children in the counselling groups found their children more acceptable than the mothers of the remedial group children. Psychosomatic problems such as enuresis, headache, chronic pain poor co-ordination and poor speech were much more reduced in children in the counselling groups than in those in the remedial group. There was more general improvement in academic achievement in children in the counselling groups while children in the remedial group showed far less improvement academically. Thus the inarguable conclusion may be drawn that individual counselling to parents is a successful method of remedying reading retardation in children. / Proefskrif--PU vir CHO

The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psychotherapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the frequency analyses of mistakes made with specific words and phonemes to build up a programmed model for remedial teaching in reading. Such a model is essential where the Aurelle is included in the audio-visual programme, but it can also be of value for any of the other forms of reading therapy. / Thesis (MA)--PU vir CHO

The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psychotherapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the frequency analyses of mistakes made with specific words and phonemes to build up a programmed model for remedial teaching in reading. Such a model is essential where the Aurelle is included in the audio-visual programme, but it can also be of value for any of the other forms of reading therapy. / Thesis (MA)--PU vir CHO

Magister Artium (Social Work) - MA(SW) / Julian Rotter (1966, 1975) het die persoonlikheidskonstruk lokus van kontrole beskryf as die mate waartoe.die individu glo dat versterking die gevolg is van sy eie gedrag (interne lokus van kontrole) of die gevolg is van gelukkige toeval, kans, of die noodlot (eksterne lokus van kontrole) . Sedert Rotter (1966) die konstruk "lokus van kontrole" gedefinieer en as integrale komponent van sy sosiale leerteorie voorgestel het, het velerlei navorsers ook hierdie konstruk indringend ondersoek en met talle aspekte in verband probeer bring. Een van die veranderlikes wat veral aandag geniet het, is akademiese prestasie en die verband wat ditmet lokus van kontrole sou toon. Alhoewel daar nie ooreenstemming bestaan met betrekking tot hierdie verband nie, blyk dit asof die meerderheid navorsers wel bevind dat 'n interne lokus van kontrole verband hou met hoê akademiese prestasie (byvoorbeeld Kishor, 1983; Maqsud, 1980; Messer, 1972). Verskeie tersiêre inrigtings (waaronder die Universiteit van Wes-Kaapland, waar hierdie studie beslag vind) bied dan ook studiebegeleidingsprogramme aan ten einde studente van studievaardighede te voorsien wat hulle in staat sou stelom akademies beter te presteer. Hierdie programme neem egter selde persoonlikheidsveranderlikes in aanmerking en fokus veel eerder op die verskaffing van studiewenke en -vaardighede. Hierdie studie het dus In unieke studiebegeleidingsprogram probeer ontwerp wat In interne lokus van kontrole by die deelnemende proefpersone wil bevorder. Dit is dan die primêre studiebegeleidingsprogram van die U.W.K. te evalueer ten opsigte van die invloed daarvan op die persoonlikheidskonstruk lokus van kontrole by die deelnemende proefpersone. Sekondêre doelstellings behels die volgende ii) om die samehang tussen die konstruk lokus van kontrole met die volgende veranderlikes te bepaal: a) Geslag b) Geografiese herkoms, naamlik plattelandse vs. stedelike studente • c) Ouderdom d) Sosio-ekonomiese status e) Studierigting f) Taalgroep g) Politieke betrokkenheid, organisatoriese affiliasie en organisatoriese betrokkenheid h) Akademiese prestasie i) Akademiese studiejaar iii) om vergelykings te tref met Westerse navorsingsbevindinge Die huidige studie was ondersoekend van aard weens die afwesigheid van soortgelyke voorafgaande navorsing. In Voortoets-natoets kontrole groep-ontwerp is gebruik om die verband tussen lokus van kontrole en die studiebegeleidingsprogram na te vors. Altesaam Proefpersone het aan die ondersoek deelgeneem Collins (1974) se aanpassing van Rotter (1966) se interneeksterne lokus van kontrole skaal is as meetmiddel gebruik. Herdie skaal het deel gevorm van In vraelys wat ook informasie ingewin het omtrent die persoon huistaal, studiedoelstellings, se geslag, politieke studentestatus, betrokkenheid, betrokkenheid, organisatoriese affiliasie, organisatoriese akademiese prestasie en geografiese herkoms. Die resultate van die huidige navorsing het aangedui dat daar geen beduidende verband bestaan tussen die lokus van kontrole geneigdheid van die proefpersone en die ervaring van die studiebegeleidingsprogram nie. Die huidige navorsing het voorts geen verband gevind waar dit die samehang van lokus van kontrole en die veranderlikes van geslag, geografiese herkoms, ouderdom, sosio-ekonomiese status, studierigting, taalgroep, politieke affiliasie, en organisatoriese betrokkenheid aangaan nie. Beduidende verbande is wel bespeur ten opsigte van die lokus van kontrole-tellings van manlike en vroulike proefpersone wat In Afrika-taal besig, asook ten opsigte van die veranderlikes politieke betrokkenheid, akademiese prestasie en akademiese studiejaar. Hierdie bevindinge is bespreek met verwysing na die geneigdheid van die proefpersone en die ervaring van die studiebegeleidingsprogram nie. Die huidige navorsing het voorts geen verband gevind waar dit die samehang van lokus van kontrole en die veranderlikes van geslag, geografiese herkoms, ouderdom, sosio-ekonomiese status, studierigting, taalgroep, politieke affiliasie, en organisatoriese betrokkenheid aangaan nie. Beduidende verbande is wel bespeur ten opsigte van die lokus van kontrole-tellings van manlike en vroulike proefpersone wat In Afrika-taal besig, asook ten opsigte van die veranderlikes politieke betrokkenheid, akademiese prestasie en akademiese studiejaar. Literatuuroorsig, asook met inagneming van die unieke aard van die studentebevolking aan die Universiteit van Wes-Kaapland. Die unieke suid-Afrikaanse sosio-politieke realiteit is ook in aanmerking geneem. Ten slotte word sekere aanbevelings gemaak met die oog op verdere navorsing .

This dissertation proposes a strategy for training indigenous youth ministers in Singapore as a means to reach and disciple Singaporean youth. Chapter 1 defines the problem of Singaporean Baptist youth ministry and argues that current needs could be met by training indigenous youth ministers. Chapter 2 provides the historical and cultural background of Singapore. The characteristics of the church in general, as well as the Baptist church specifically, are explored. Chapter 3 analyzes the major global changes currently directing the shape of youth cultures worldwide. I assert that, in the same way that Singaporean youth are greatly influenced by the practices and lifestyles of the indigenous adults, they are also affected by ubiquitous global forces. Chapter 4 is entirely focused on youth culture in the Singaporean context. Singaporean youth culture is compared and contrasted with characteristics of both global youth culture and indigenous adult culture. Chapter 5 explores the history of youth ministry in Singapore. There is consideration of both church-based and parachurch youth ministries. The Baptist church's missed opportunities to reach out to youth and their current desire to take the necessary steps for student evangelism are highlighted. Chapter 6 proposes the missiological principles necessary for the justification of a cross-cultural youth ministry training program. Subjects discussed include the use of buildings, the strategy of multiplication, problems of dependence upon foreign leadership, and the importance of implementing a cross-cultural approach to reach youth. Chapter 7 proposes specific strategies to train indigenous youth ministers in Singapore on an informal basis. After the strategies of Youth Ministry International and Sonlife are examined, specific methods of informal training through the Singapore Baptist Convention are discussed. In chapter 8, I present a model of formal training that could be established at the Baptist Theological Seminary of Singapore. The model includes mandatory internships and a list of classes necessary to make up an undergraduate youth ministry major. Chapter 9 contains the conclusion of the dissertation. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.